偏遠地區小學教師對弱勢社區環境之覺知及其教學回應

An Analysis of the Rural Area Elementary School Teachers' Awareness of the Disadvantaged Social Environment and Their Responsive-Teaching of Schooling

本文屬實證研究，為研究者於2005 年至2007 年間，實地訪談與觀察北台灣縣市偏遠地區國小實務工作者教學之後的研究發現。本文依據貧窮社區特質、教育社會學中文化資本與社會資本之概念、及增權賦能教學回應弱勢者教育需求等觀點，成為資料分析的視角。本文發現：(1)教師覺知偏遠社區環境缺乏文化資本與社會資本因素，且深刻影響學童學習態度與學業成就；(2)教師教學回應類型有二：大部分教師致力於補救教學及力行道德規訓策略，提升學童學科成績及形塑道德行為；少數教師於學校層級發展連結社區與家長，意圖建構學校－社區－家長連結社會關係的課程。基於兩種教學回應類型之教師比例懸殊，本文進而討論(3)教師課程意識受到學校課程脈絡既定假設及教師自身屬性侷限，左右弱勢者教育之課程實踐取向。本文建議強化偏小教師覺知與行動關係，多鼓勵教師拓展教師課程意識面向，慎思如何提升弱勢學童學習之課程與教學，對弱勢學童有實質關懷與長遠助益。

From September 2005 to June 2007， the researcher invited 43 teachers in rural area elementary schools， north Taiwan by random-sample for interviews and instruction observation. The data were analyzed from the concepts of the poverty theories， sociology of education， and critical pedagogy for empowering the disadvantaged students. The finding of the research was that the teachers actually were aware of the problems that there were many shortages of social capital and cultural capital in the poor communities and children's families， but most of the teachers' responsive-teaching and school curriculum practice usually were conservative. The number of teachers who adopted knowledge-center curriculum in their classrooms was larger than the number of teachers who adopted social construction curriculum and learner-centered curriculum. The researcher tried to explore how the assumptions that always existed in the school curriculum context strongly formed the teachers' curriculum consciousness and their curriculum practice. Finally， the research suggests that we can encourage teachers to reflect their views concerning education of the disadvantaged students and deliberately decide their curriculum practice in order to elevate the quality of rural elementary schooling.